This document summarizes a research study that investigated the relationship between 8th grade private school students' creative thinking skills and their success on Turkey's Secondary Education Institution (SBS) exam. The study found a significant positive relationship between students' flexibility in creativity and their SBS success in Turkish, math, science, and social sciences. It also found a significant relationship between students' originality and their SBS success in math and social sciences. The study compared students' levels of fluency, flexibility, and originality and found fluency to be the highest and flexibility the lowest.
Fostering Students’ Creativity through Van Hiele’s 5 phase-Based Tangram Acti...Chin Lu Chong
The aim of this study was to determine whether Van Hiele’s 5 phase-based tangrams activities could help to foster creativity among Grade Three primary school students.
Fostering creative thinking skills in college studentsleilapalis
Many researchers and educators believe that although creativity may come more naturally to some, it also a skill that can and should be taught. This project focuses on the importance of fostering creative thinking skills in college students and offers strategies that educators can use to promote creative thinking in their classes.
1. Technology can help motivate gifted students by providing autonomy and authenticity in learning. It allows students more control over topics, depth of content, and pacing of learning.
2. When students can choose topics of interest and control how much they learn about each topic through online resources, they feel more autonomous. They can accelerate through easily mastered concepts and slow down for more challenging topics.
3. Technologies like web 2.0 allow students to create authentic products for real audiences, like publishing articles or videos online. This provides a more authentic learning experience that engages gifted students.
4. By giving students choice and control over their learning, along with opportunities for authentic work, technology can help increase the motivation of gifted
Effects of attitudes of female students on the performance in mathematics in ...Alexander Decker
This document summarizes a study that examines the influence of attitudes of female students on mathematics performance in secondary schools in Teso District, Kenya. It provides background on the importance of education in Kenya and defines key concepts of academic performance and attitude. The literature review discusses research that found females generally have more negative attitudes towards mathematics internationally and in Kenya, where females are underrepresented in STEM fields. The study aims to explore the psychological factors of attitude and ability that influence secondary school female students' mathematics performance in Teso District.
Creativity and Academic Achievement of Higher Secondary School Students in Ta...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses visual, auditory, and kinaesthetic learning styles and their impact on English language teaching. It provides definitions of learning styles and describes the three main styles - visual, auditory, and kinaesthetic. The document also discusses Multiple Intelligence Theory and previous research that has found students generally prefer kinaesthetic and tactile styles, while teaching methods often suit auditory learners. The significance of understanding learning styles and how to incorporate them into classroom teaching is explored, including allowing students to engage in their preferred styles to improve retention and achievement.
The document discusses progression in science learning in a Year 5 mixed ability class at St Andrews C of E Primary School. It examines two classroom observations and two taught science lessons on changing states, evaporation, condensation, and the water cycle. Various sources are cited on concepts like progression, assessment for learning, and constructivism. Progression was aided by hands-on experiments, addressing misconceptions, embedding knowledge in real-life contexts, and formative assessment. Lessons linked to art and used concept mapping to enhance understanding of scientific concepts over time.
Fostering Students’ Creativity through Van Hiele’s 5 phase-Based Tangram Acti...Chin Lu Chong
The aim of this study was to determine whether Van Hiele’s 5 phase-based tangrams activities could help to foster creativity among Grade Three primary school students.
Fostering creative thinking skills in college studentsleilapalis
Many researchers and educators believe that although creativity may come more naturally to some, it also a skill that can and should be taught. This project focuses on the importance of fostering creative thinking skills in college students and offers strategies that educators can use to promote creative thinking in their classes.
1. Technology can help motivate gifted students by providing autonomy and authenticity in learning. It allows students more control over topics, depth of content, and pacing of learning.
2. When students can choose topics of interest and control how much they learn about each topic through online resources, they feel more autonomous. They can accelerate through easily mastered concepts and slow down for more challenging topics.
3. Technologies like web 2.0 allow students to create authentic products for real audiences, like publishing articles or videos online. This provides a more authentic learning experience that engages gifted students.
4. By giving students choice and control over their learning, along with opportunities for authentic work, technology can help increase the motivation of gifted
Effects of attitudes of female students on the performance in mathematics in ...Alexander Decker
This document summarizes a study that examines the influence of attitudes of female students on mathematics performance in secondary schools in Teso District, Kenya. It provides background on the importance of education in Kenya and defines key concepts of academic performance and attitude. The literature review discusses research that found females generally have more negative attitudes towards mathematics internationally and in Kenya, where females are underrepresented in STEM fields. The study aims to explore the psychological factors of attitude and ability that influence secondary school female students' mathematics performance in Teso District.
Creativity and Academic Achievement of Higher Secondary School Students in Ta...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses visual, auditory, and kinaesthetic learning styles and their impact on English language teaching. It provides definitions of learning styles and describes the three main styles - visual, auditory, and kinaesthetic. The document also discusses Multiple Intelligence Theory and previous research that has found students generally prefer kinaesthetic and tactile styles, while teaching methods often suit auditory learners. The significance of understanding learning styles and how to incorporate them into classroom teaching is explored, including allowing students to engage in their preferred styles to improve retention and achievement.
The document discusses progression in science learning in a Year 5 mixed ability class at St Andrews C of E Primary School. It examines two classroom observations and two taught science lessons on changing states, evaporation, condensation, and the water cycle. Various sources are cited on concepts like progression, assessment for learning, and constructivism. Progression was aided by hands-on experiments, addressing misconceptions, embedding knowledge in real-life contexts, and formative assessment. Lessons linked to art and used concept mapping to enhance understanding of scientific concepts over time.
This document summarizes three articles about integrating art into the classroom. The first article discusses the benefits of "blended art" which combines open-ended and structured art projects. The second article explores how to use art across different subjects to make learning more meaningful. The third article details how art can be used to teach skills in math, science, and literacy. Overall, the document argues that art should have a role in the classroom as it enhances learning for students with different skills and helps cement their understanding of academic subjects.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Approaches in teaching reading to children with intellectual disability by An...AnthonyOkoye5
The study was conducted to determine the approaches in teaching reading to the students with intellectual disability. Also, this study aimed at discovering the best practices of teachers in teaching functional literacy in terms of instruction and materials production. The researcher utilized the case study of mixed type data. Three teachers of students with intellectual disability (ID) were the subjects of this case study. Data were gathered through interviews and survey questionnaire. The study found out that teachers of students with ID are trained and have acquired units/degree in special education. It was also found out that teachers teach functional literacy in terms of phonological awareness and letter knowledge to students with ID through integral approach which includes the use of flashcards and CDs. Teachers identified students with ID through assessment and evaluation conducted by the teacher and developmental pediatricians. Also, teachers conducted one-on-one reading remedial and sessions to help students with ID cope with the lessons. Teachers found issues and challenges such as not all materials needed are provided by the school; funds are not enough to buy or procure materials; and absenteeism of the students affects the production of the instructional materials because their absences will result to waste of materials prepared and affect the curriculum. Based on the findings, teachers of students with special needs should innovate more interesting strategies or techniques in teaching students with disabilities; and that teachers should collaborate with their guidance officer or concern local agencies officials to update their assessment or evaluation tools in identifying intellectual disabilities among students.
The importance of art viewing experiences in early childhood visual arts the...Ahmad Faizul
The document discusses strategies used by a master art teacher to engage preschool students in art viewing experiences at a museum. The teacher utilized games, questioning, storytelling, and technical discussions to introduce students to artworks in the galleries. These strategies helped students focus their viewing and supported rich conversations about the art. The art viewing experiences informed subsequent art making activities, providing a holistic approach to visual arts education for young children.
The importance of art viewing experiences in early childhood visual artsekinrashid
The document discusses strategies used by a master art teacher to engage preschool students in art viewing experiences at a museum. The teacher utilized games, questioning, storytelling, and technical discussions to introduce students to artworks in the galleries. These strategies helped students focus their viewing and supported rich conversations about the art. The art viewing experiences informed subsequent art making activities, providing a holistic approach to visual arts education for young children.
This document summarizes a study on teachers who regularly incorporate the arts into their classroom teaching. It interviewed six New York City teachers about their motivations and challenges in using arts. Key findings were that creative attitudes, not art skills, enabled arts use. Teachers took risks to maintain creativity despite obstacles. Their main motivation was addressing diverse student needs through different learning styles. Arts professional development encouraged teacher creativity and expanding their teaching repertoire.
Creativity is a novel and personal experience. Creativity is universal. It is not confined to any individuals, groups of individuals, caste, colour or creed. It is not bounded by the barriers of age, location or culture. Everyone possesses and is capable of demonstrating creativity to some degree. Although many research findings and incidents favour the suggestion that creativity is god given and natural endowment, the influence of the sensory experiences, cultural background, education and training in the nurturing of creativity cannot be ruled out. Therefore one’s creativity maybe correctly said to be a function of natural endowment as well as its nurturing. . The individual receives impressions of the world only through the senses .It is evident therefore deviation from the normal vision has important significance. More impressions reach the brain for interpretation through the sense of sight than through all the other senses combined. Visual difficulties may influence individual in all spheres of life. It is a moral responsibility to see that a positive educational programme is devised under which facilities would be available for nurturing the creativity of the blind children. Proper care and provision of opportunities for creative expression inspire, stimulate and sharpen the the creative mind. It is in this sphere that parents, society and teachers make a significant contribution. They are required to help the children in nourishing and utilizing their creative abilities to the utmost. The educational process, therefore, should be aimed at developing creative abilities among children.
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
This study examined the co-teaching model of student teaching using a collective case study of 3 co-teaching teams. Interviews and observations were conducted. Findings showed that participants generally had positive experiences with co-teaching and found the support from their partner and training to be helpful. However, co-teaching was also professionally demanding and time consuming. Participants saw their relationships as collaborative partnerships with shared planning and responsibilities. The co-teaching model helped prepare teacher candidates and improved cooperating teachers' reflective practices. However, some candidates felt they did not learn enough about implementing teaching strategies.
This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Project on Achievement in Life Science: It’s Relationship with Aptitude in Li...inventionjournals
- The document discusses a study investigating the relationship between achievement in life science, aptitude in life science, and scientific attitude.
- Descriptive statistics showed males had higher average achievement scores in life science than females. Further analysis found this gender difference in achievement to be statistically significant.
- Correlation analysis revealed achievement in life science to be positively correlated with both aptitude in life science and scientific attitude. However, the exact coefficients are not provided in the summary.
This document summarizes a study that investigated children's perspectives on play and learning. Teacher-researchers used video recordings to examine how 3-4 year old children in an Australian preschool described and characterized their everyday classroom activities. The researchers found that children described play as an active experience involving peers, with freedom and ownership over ideas. However, children did not characterize all their activities as play, and not all preschool program activities were seen as play. The study highlights that play and learning are complex concepts that should not be viewed as separate by adults, but rather are deeply intertwined from the children's perspectives.
This study examines differences in attributions for success and failure in English language learning between urban and rural Malaysian university students. A survey was administered to 1,156 undergraduates from six public universities, collecting data on students' perceived causes of success or failure for specific language tasks. The findings revealed urban students attributed success more to internal factors like ability, while rural students cited external factors like lack of ability as the cause of failure. This suggests urban students had a more autonomous approach to language learning compared to their rural counterparts.
This study examined the development of science process skills in prospective science teachers at different grade levels. The researchers administered a 12-question science process skills assessment to 102 undergraduate students in their first through fourth years of a science teacher education program. They found that while students were expected to develop stronger science process skills as they progressed through each grade, the results did not show clear linear development. The study aimed to compare science process skills across grade levels and determine if differences existed between grades.
Consultancy Valley Information Technology (CVIT) is a global IT consulting and services firm headquartered in Cairo, Egypt with additional offices in Dubai and Hyderabad. CVIT provides innovative IT solutions across various industries through expertise in enterprise applications, analytics, infrastructure and more. CVIT aims to be a leading innovative IT organization through a focus on emerging technologies, optimization of client operations and systems, and maximizing return on investment.
Human faces are noticed. Noticing faces is the first thing mentioned. A short document simply states that human faces are noticed without providing additional context or details.
The knowledge of variety of chronic total occlusion (CTO) hardware and the ability to use them represents the key to success of any CTO interventions. However, the multiplicity of CTO hardware and their physical character and the terminology used by experts create confusion in the mind of an average interventional cardiologist, particularly a beginner in this field. This knowledge is available but is scattered. We aim to classify and compare the currently used devices based on their properties focusing on how physical character of each device can be utilized in a specific situation, thus clarifying and simplifying the technical discourse
Arbeitswelt 4.0 - Auswirkungen auf die PersonalarbeitUrsula Vranken
Wie Megatrends, die Arbeit verändern
Megatrend Digitalisierung
Arbeitswelt 4.0
Erwartungen der GenY an Führung und Zusammenarbeit
Auswirkungen auf das Personal -management – zentrale Hebel
Tipps für Weiterbildung und Lektüre
This document summarizes three articles about integrating art into the classroom. The first article discusses the benefits of "blended art" which combines open-ended and structured art projects. The second article explores how to use art across different subjects to make learning more meaningful. The third article details how art can be used to teach skills in math, science, and literacy. Overall, the document argues that art should have a role in the classroom as it enhances learning for students with different skills and helps cement their understanding of academic subjects.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Approaches in teaching reading to children with intellectual disability by An...AnthonyOkoye5
The study was conducted to determine the approaches in teaching reading to the students with intellectual disability. Also, this study aimed at discovering the best practices of teachers in teaching functional literacy in terms of instruction and materials production. The researcher utilized the case study of mixed type data. Three teachers of students with intellectual disability (ID) were the subjects of this case study. Data were gathered through interviews and survey questionnaire. The study found out that teachers of students with ID are trained and have acquired units/degree in special education. It was also found out that teachers teach functional literacy in terms of phonological awareness and letter knowledge to students with ID through integral approach which includes the use of flashcards and CDs. Teachers identified students with ID through assessment and evaluation conducted by the teacher and developmental pediatricians. Also, teachers conducted one-on-one reading remedial and sessions to help students with ID cope with the lessons. Teachers found issues and challenges such as not all materials needed are provided by the school; funds are not enough to buy or procure materials; and absenteeism of the students affects the production of the instructional materials because their absences will result to waste of materials prepared and affect the curriculum. Based on the findings, teachers of students with special needs should innovate more interesting strategies or techniques in teaching students with disabilities; and that teachers should collaborate with their guidance officer or concern local agencies officials to update their assessment or evaluation tools in identifying intellectual disabilities among students.
The importance of art viewing experiences in early childhood visual arts the...Ahmad Faizul
The document discusses strategies used by a master art teacher to engage preschool students in art viewing experiences at a museum. The teacher utilized games, questioning, storytelling, and technical discussions to introduce students to artworks in the galleries. These strategies helped students focus their viewing and supported rich conversations about the art. The art viewing experiences informed subsequent art making activities, providing a holistic approach to visual arts education for young children.
The importance of art viewing experiences in early childhood visual artsekinrashid
The document discusses strategies used by a master art teacher to engage preschool students in art viewing experiences at a museum. The teacher utilized games, questioning, storytelling, and technical discussions to introduce students to artworks in the galleries. These strategies helped students focus their viewing and supported rich conversations about the art. The art viewing experiences informed subsequent art making activities, providing a holistic approach to visual arts education for young children.
This document summarizes a study on teachers who regularly incorporate the arts into their classroom teaching. It interviewed six New York City teachers about their motivations and challenges in using arts. Key findings were that creative attitudes, not art skills, enabled arts use. Teachers took risks to maintain creativity despite obstacles. Their main motivation was addressing diverse student needs through different learning styles. Arts professional development encouraged teacher creativity and expanding their teaching repertoire.
Creativity is a novel and personal experience. Creativity is universal. It is not confined to any individuals, groups of individuals, caste, colour or creed. It is not bounded by the barriers of age, location or culture. Everyone possesses and is capable of demonstrating creativity to some degree. Although many research findings and incidents favour the suggestion that creativity is god given and natural endowment, the influence of the sensory experiences, cultural background, education and training in the nurturing of creativity cannot be ruled out. Therefore one’s creativity maybe correctly said to be a function of natural endowment as well as its nurturing. . The individual receives impressions of the world only through the senses .It is evident therefore deviation from the normal vision has important significance. More impressions reach the brain for interpretation through the sense of sight than through all the other senses combined. Visual difficulties may influence individual in all spheres of life. It is a moral responsibility to see that a positive educational programme is devised under which facilities would be available for nurturing the creativity of the blind children. Proper care and provision of opportunities for creative expression inspire, stimulate and sharpen the the creative mind. It is in this sphere that parents, society and teachers make a significant contribution. They are required to help the children in nourishing and utilizing their creative abilities to the utmost. The educational process, therefore, should be aimed at developing creative abilities among children.
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
This study examined the co-teaching model of student teaching using a collective case study of 3 co-teaching teams. Interviews and observations were conducted. Findings showed that participants generally had positive experiences with co-teaching and found the support from their partner and training to be helpful. However, co-teaching was also professionally demanding and time consuming. Participants saw their relationships as collaborative partnerships with shared planning and responsibilities. The co-teaching model helped prepare teacher candidates and improved cooperating teachers' reflective practices. However, some candidates felt they did not learn enough about implementing teaching strategies.
This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Project on Achievement in Life Science: It’s Relationship with Aptitude in Li...inventionjournals
- The document discusses a study investigating the relationship between achievement in life science, aptitude in life science, and scientific attitude.
- Descriptive statistics showed males had higher average achievement scores in life science than females. Further analysis found this gender difference in achievement to be statistically significant.
- Correlation analysis revealed achievement in life science to be positively correlated with both aptitude in life science and scientific attitude. However, the exact coefficients are not provided in the summary.
This document summarizes a study that investigated children's perspectives on play and learning. Teacher-researchers used video recordings to examine how 3-4 year old children in an Australian preschool described and characterized their everyday classroom activities. The researchers found that children described play as an active experience involving peers, with freedom and ownership over ideas. However, children did not characterize all their activities as play, and not all preschool program activities were seen as play. The study highlights that play and learning are complex concepts that should not be viewed as separate by adults, but rather are deeply intertwined from the children's perspectives.
This study examines differences in attributions for success and failure in English language learning between urban and rural Malaysian university students. A survey was administered to 1,156 undergraduates from six public universities, collecting data on students' perceived causes of success or failure for specific language tasks. The findings revealed urban students attributed success more to internal factors like ability, while rural students cited external factors like lack of ability as the cause of failure. This suggests urban students had a more autonomous approach to language learning compared to their rural counterparts.
This study examined the development of science process skills in prospective science teachers at different grade levels. The researchers administered a 12-question science process skills assessment to 102 undergraduate students in their first through fourth years of a science teacher education program. They found that while students were expected to develop stronger science process skills as they progressed through each grade, the results did not show clear linear development. The study aimed to compare science process skills across grade levels and determine if differences existed between grades.
Consultancy Valley Information Technology (CVIT) is a global IT consulting and services firm headquartered in Cairo, Egypt with additional offices in Dubai and Hyderabad. CVIT provides innovative IT solutions across various industries through expertise in enterprise applications, analytics, infrastructure and more. CVIT aims to be a leading innovative IT organization through a focus on emerging technologies, optimization of client operations and systems, and maximizing return on investment.
Human faces are noticed. Noticing faces is the first thing mentioned. A short document simply states that human faces are noticed without providing additional context or details.
The knowledge of variety of chronic total occlusion (CTO) hardware and the ability to use them represents the key to success of any CTO interventions. However, the multiplicity of CTO hardware and their physical character and the terminology used by experts create confusion in the mind of an average interventional cardiologist, particularly a beginner in this field. This knowledge is available but is scattered. We aim to classify and compare the currently used devices based on their properties focusing on how physical character of each device can be utilized in a specific situation, thus clarifying and simplifying the technical discourse
Arbeitswelt 4.0 - Auswirkungen auf die PersonalarbeitUrsula Vranken
Wie Megatrends, die Arbeit verändern
Megatrend Digitalisierung
Arbeitswelt 4.0
Erwartungen der GenY an Führung und Zusammenarbeit
Auswirkungen auf das Personal -management – zentrale Hebel
Tipps für Weiterbildung und Lektüre
A Mindtool-Based Collaborative Learning Approach To Enhancing Students Innov...James Heller
The document discusses a study that proposes a mind map based collaborative learning approach to enhance students' innovative performance. An experiment was conducted on a university management course to evaluate the effectiveness of using mind maps in a mobile collaborative learning environment. The results showed that the proposed approach significantly improved students' innovative performance on a project compared to conventional methods. The approach also improved students' achievement in the course. Students accepted adopting the approach in the mobile learning environment.
An Analysis Of The Relationship Between Problem Solving Skills And Scientific...Steven Wallach
This study examined the relationship between problem-solving skills and scientific attitudes of secondary school students in Turkey. The researchers administered the Problem Solving Inventory for Children and Scientific Attitude Scale to 560 secondary school students. Through correlation and variance analyses, they found a negative and low-level relationship between problem-solving skills and scientific attitudes. For female students there was a negative relationship, but for males it was not significant. The relationship did not significantly differ based on class level or parental education. Problem-solving skills did not have a common significant effect with gender or class level on scientific attitudes. There was no significant difference in scientific attitudes based on problem-solving skill levels. Problem-solving skills were not a significant predictor of scientific attitude.
Glaeser, susan a colorful field of learners visualizing nftej v22 n2 2012[1]William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Analysis Of 4Th Grade Students Problem Solving Skills In Terms Of Several Va...Bryce Nelson
The document analyzes 4th grade students' problem solving skills based on demographic variables. It finds that maternal education level and school type (public vs. private) significantly impact students' problem solving skills scores, as measured by a problem solving inventory. Specifically, it finds that students with more educated mothers and students at private schools had higher problem solving skills scores. Gender and parental education level were not found to significantly impact students' problem solving skills scores. The document suggests providing support to students with lower problem solving skills.
This document outlines Aziza Abdul Kareem's ideological stance and pedagogical approaches for content area instruction for 9th grade students from a low socioeconomic urban school. The learning outcome is for students to construct knowledge about applying multiple reading strategies. Key approaches include cooperative learning, modeling, and active literacy. Cooperative learning facilitates participation and comprehension through group work. Modeling demonstrates academic skills and thinking processes. Active literacy involves activities before, during, and after reading to build understanding. These scaffolding approaches aim to develop students' literacy strategies and academic language for social science content mastery.
A Study On Art Interests And Critical Thinking Dispositions Of Students In Fi...Rick Vogel
This study examined the relationship between art interests and critical thinking dispositions of 236 fine arts students in Turkey. It found that students had good levels of art interest but moderate critical thinking scores. There was no gender difference in art interest or critical thinking. Music students had significantly higher art interest than art education students. There was a moderate positive relationship between art interest and some critical thinking dimensions like analyticity and inquisitiveness, but low relationships with other dimensions like self-confidence. Developing critical thinking is important for art education students since art criticism is one of its disciplines and requires looking at art critically.
20. The Transformative Potential of Creative Assignments in Higher Education.pdfCarrie Tran
This paper encourages incorporating creativity into higher education assignments to deepen student learning experiences. It provides an example from a Community Studies course where students created representations of their worldviews, such as a drawing. This "disorienting" creative assignment facilitated transformative learning as it prompted personal insights and critical examination of dominant norms. Student surveys showed increased motivation and confidence through creative assignments. While challenging to assess creativity, separating process from product and including reflection can help evaluate student engagement and understanding.
A study on the evaluation of scientific creativity among scienceAlexander Decker
This study evaluated scientific creativity among 31 science teacher candidates in Turkey. The candidates were asked open-ended questions about scientific creativity and how they would advance science. Their responses showed adequate fluency and scientific knowledge, but low flexibility and originality. When asked to self-evaluate, most said their scientific creativity was partially adequate. The study aims to help improve the development of scientific creativity among future teachers.
A study on the evaluation of scientific creativity among scienceAlexander Decker
This study evaluated the scientific creativity of 31 science teacher candidates in Turkey. The candidates were asked to self-assess their scientific creativity and propose how they would advance science given a special power. Their responses demonstrated adequate fluency and scientific knowledge but low flexibility and originality. Most candidates rated their own creativity as partially adequate. The study concluded the candidates lacked understanding of creativity dimensions like flexibility and that developing scientific creativity in teacher training is important.
This document discusses the need for changes in education to better prepare students for the future. It notes that traditional practices like worksheets and standardized testing are still common, despite limited use of technology. It outlines features of current educational systems that are reactive, rigid, and poorly aware of learning research findings. The document calls for a new culture of learning that leverages social and technical tools to develop skills like collaboration, problem solving, and innovation. It emphasizes learning throughout life in various contexts and cultures.
Multiple Intelligences Profile of the First Two Sections of the Fourth Year ...Kassandra Chelzea Banalan
The study investigated the relationship between multiple intelligences and academic performance of 80 fourth year students at Makiling National High School. Students completed a multiple intelligences inventory and academic performance was measured using first grading grades. Results found the students' multiple intelligences to be slightly correlated with academic performance. It is recommended teachers incorporate learning styles related to different intelligences. Knowing students' intelligence profiles can help teachers tailor instruction to strengths and improve academic achievement.
The Effect of Poster Presentation towards Students' Creativity and Concept Co...Oktian Fajar Nugroho
The Effect of Poster Presentation towards Students' Creativity and Concept Comprehension about Pollution Concept.
This research found the correlation between students' creativity and concept comprehension
If you want to know more about this research, dont hesitate to contact me through this email : green.oktian91@yahoo.com
This document discusses the Shared Thinking model of induction and transition for university students. [1] It uses whole-group enquiry, where students collaboratively construct a public view of their collective thinking through reflective dialogue supported by classroom technologies. [2] Research involves 5 case studies across different universities and years to study how Shared Thinking supports cognitive and social development during induction, transition, and placement review. [3] The goal is for students to experience learning as a resource for the group through generative discussion.
This document summarizes research on quality education for adolescents. It finds that high-quality education is holistic and addresses students' academic, physical, emotional, and social development. It involves a deep and broad curriculum as well as support for students' intrapersonal skills like self-awareness and interpersonal skills like collaboration. The period of adolescence provides unique opportunities to develop these skills through high school programs that foster intellectual growth, provide academic and extracurricular supports, and address the challenges of adolescent development. The document reviews what is known about adolescent development and organizing schools to provide high-quality education for all students.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
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A research on relationship between the sbs exam success and creativity level of 8 grade private school students
1. Research on Humanities and Social Sciences www.iiste.org
ISSN 2222-1719 (Paper) ISSN 2222-2863 (Online)
Vol.4, No.1, 2014
33
A Research on Relationship between the Sbs Exam Success and
Creativity Level of 8 Grade Private School Students
Birsen Bağçeci1
Melike Özyurt2
1.Curriculum Development and Education Gaziantep University Faculty of Education, Gaziantep Eğitim
Fakültesi 27310 Şehitkamil/Gaziantep
2.Private Sanko Schools, Özel Sanko Okulları, Pancarlı Mah. 10 Nolu Cadde No:10 27060 Şehitkamil/
Gaziantep
* E-mail of the corresponding author: bagceci@gantep.edu.tr
Abstract
The goal of the research is to investigate the relationship between the creative thinking skills and SBS exam
success of primary school students. The research sample group is comprised of 60 8th grade students at private
schools in Gaziantep in 2009-2010 Educational Year. The methodology of the research is mixed research
method. Torrance Creative Thinking Test applied to students in order to collect data about the level of creative
thinking skills of the students. The information about the students was obtained from ILSUS Student
Registration System. A correlation was utilized to analyze the relationship between the creative thinking sub-
dimensions of fluency, flexibility, and originality and SBS success. The findings of the research demonstrate that
there is a significant positive relationship between the flexibility aspect of the students’ creativity and SBS
success on the subjects of Turkish, Math, Science and Social Sciences and also that there is a significant positive
relationship between the originality aspect of the students’ creativity and SBS exam success on the subjects of
Math and Social Sciences. The means of creative thinking skill levels of the students were compared and it was
observed that the mean of fluency is the highest and the mean of flexibility is the lowest.
Keywords: Creativity, fluency, flexibility, originality, academic success, examination success
1. Introduction
In this era, knowledge is developing very fast, and in order to catch up with this quick change, it is necessary for
societies to be made up of individuals who think creatively, act vigorously, manage to solve problems effectively
and adapt themselves to changes easily. As for the upbringing of such individuals, schools are required to
encourage such skills, and it is necessary for the education system to be prepared in a way to serve this purpose.
Nowadays, the features of creativity which are mentioned above are widely accepted, but there has been a debate
on how to bring up individuals with such qualities. It has been stated that creativity, as well as being an inherent
ability, is learnable and can be improved if proper programs are developed and if a proper environment is created
(Yavuzer 1996; Karakuş 2001). The importance of the improvement of creativity has also been emphasized in
the new education program. (MEB, 2007).Constructivist programs aims to improve the creativity of students and
make them learn through experience. However, the anxiety about exam results is an ongoing problem among
instructors, parents and students. It is a common idea among instructors that it takes too much time to apply
methods that improve creativity, that these methods do not help with the preparation for exams, and that
application of multiple choice tests and similar time-saving practices help students better to bring about success.
Recent studies show that schools with higher academic success are more successful in central exams (Deniz and
Kelecioğlu 2005; Büyüköztürk and Deryakulu, 2002). There are many factors that affect students’ academic
success and in connection with this, their success in central exams. We can make three groups for the factors that
affect students’ academic success: factors about school, factors about family and factors about the individual.
The efficiency of the physical atmosphere and technological equipment of the school, professional competence
of the instructors, the sufficiency of the number of instructors and instruments, provision of appropriate
educational environment, application of methods and techniques appropriate for the topic and students are the
school environment factors that affect academic success. Factors like the education level of the family, family
income, the importance they give to the education of students, the way they communicate with them, provision
of suitable working environment can be examples of family factors that could affect academic success. (Özer
1999). Besides, it has been noted that factors like the education level of family and their levels of income affect
students’ academic success in central exams (Öksüzler and Sürekçi 2010). Factors like cognitive, physical and
emotional maturity, self-confidence, anxiety level, atychiphobia, sense of responsibility; readiness level,
motivation, intelligence and creativity are the individual factors that affect students’ academic success (Özer
1999; Sternberg 2003). One of the factors that affect students’ academic success may be the level of creativity.
Creativity is a skill to design and form something new and it is a skill that everyone is considered to have (Türk
Dil Kurumu 1995). Creativity has four dimensions. These dimensions are fluency, originality, flexibility and
enrichment. Fluency is the ability to quickly sort out the ideas in a topic; originality is the ability to produce
2. Research on Humanities and Social Sciences www.iiste.org
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34
unique answers; flexibility is the ability to adapt to the changing conditions (Senemoğlu 1999) and enrichment is
the ability to amplify an idea and add details to it (Davaslıgil 2008).
When the studies about creativity are examined, it is seen that this topic has attracted the attention of many
researchers. Many of these studies analysed the relationship between creativity and intelligence (Sungur 1997;
Stenberg 2003; Ivcevic, Brackett and Mayer 2007; Horan 2007; Freund and Holling 2008; Sheykhmounesi,
Shahsavari, Jafarzadeh and Khademlo 2010). In addition to these studies, there have been some studies that
analyzed the effetcs of different teaching tecniques (Kaptan and Kuşakçı 1990; Ülgen 1995; Kaptan and
Korkmaz 2002; Aral, Akyol and Sığırmaç 2006; Yılmaz 2006; Atasoy, Kadayıfçı and Akkuş 2007; Yaman and
Yalçın 2010) and family on the improvement of creativity level (Öztunç 1999; Konak 2010). The vast majority
of the researches concentrated on the relationship between gender and creativity (Baer 1997; Ai 1999; Aral 1999;
Aydın and Canel 2002; Öncü 2003; Gülel 2006; Kaufman 2006; Keller, Lavish and Brown 2007; Oral, Kaufman
and Agars 2007; Aral and Yaşar 2010).
When the studies on the relationship between students’ creativity level and academic success are analyzed, it is
seen that there is a significant positive relationship between students’ creative thinking skill levels and academic
success (Ai 1999; Blumen 2002). In other words, the level of academic success also increases when the level of
creativity increases.
1.1.What Is Creativity?
Creative ability underlies all the aspects of human life and development. It is believed that it is only possible to
find solutions to the problems of people today who live in a world ruled by constant change and competition
with the help of creativity. This means that creativity is accepted to be an ability that can come out at any time of
human life, not only at specific times (San 1985; Davaslıgil 1991).
1.1.1.The Dimensions of Creativity
Creative thinking skills have four dimensions, which are fluency, flexibility, originality
and enrichment.
1.1.1.1.Fluency
Fluency can be defined as the ability to produce a large number of ideas to an open-ended question orally or in
writing. In other words, it is the number of related ideas produced. For example, the answer "for home, school,
garage, fireplace, wall construction" to the question “For what purpose can we use clay?” is in the category of
thinking fluently. Numerouside as have been proposed, but they all remained within the framework of a similar
use (Aslan 2001). In other words, a student who can come up with ten possible solutions to a problem in five
minutes has a higher level of creativity in terms of the dimension of creative fluency compared to the student that
comes up with five possible solutions to this problem in five minutes (Rıza 1999).
1.1.1.2.Flexibility
Flexibility is the ability to produce ideas belonging to different categories. For example, when a person has one
category about games and another about houses while generating ideas on how to use cartons, this person is
using his creative flexibility. A very low level of flexibility shows that this individual has a rigid thinking pattern.
A high level of flexibility defines a person who is discursive and can not focus on an idea long enough to
develop it. Producing different approaches to a problem, coming up with different dimensions to the problem,
and approaching a situation from different perspectives are the criteria that present fluency in thought (Atasoy,
Kadayıfçı and Akkuş 2007).
1.1.1.3 Originality
Originality refers to thinking what is beyond the known, simple and anonymous. In other words, it is the ability
to produce unique and extraordinary ideas (Çağlar 2009). When the number of people who think of a specific
idea is smaller, this idea is accepted to be more original (Atasoy, Kadayıfçı and Akkuş, 2007). Originality
requires an ability to come up with original answers, to delay instant needs and to get away from what is
accepted to be known and traditional (Sungur 1997, p. 211). According to Guilford, if an idea is original, it is a
rare idea among the other ideas produced in that society. In other words, originality is in the variety and novelty
of an idea. For instance, if 95 percent of the people that produce ideas on how to use cartons think of using these
cartons for nursery, this idea can not be considered very original. If only 3 percent of these people think of this
idea, it considered to be very original (Parham 1988, p. 280).
1.1.1.4 Enrichment
Enrichment is the ability to amplify an idea and add details to it (Davaslıgil 2008). For
example, when some children are shown a toy elephant and asked to make some smart, interesting and unusual
changes and to list them, they are provided with an object to change. The object produced is the result of the
enrichment dimension of creativity.
1.1.Primary School Exam System
Placement Exam (SBS) is an exam that was put into practice during the 2007-2008 academic years in Turkey.
SBS is a central exam held at the end of an academic year testing all compulsory subjects except Visual Arts,
3. Research on Humanities and Social Sciences www.iiste.org
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Vol.4, No.1, 2014
35
Technology and Design, Music, Physical Education, and Counseling/ Social Activities for 6th
, 7th
and 8th
grade
students. Placement exams are given in order to determine the level of student success based on the targets stated
in the education program. This exam system is developed in order to evaluate students based on the process they
go through in the new education system (Çelik 2007). The system is prepared by using the experiences and
questions as well as the education program of that year as a base, and it aims to evaluate the students’ ability to
interpret, to analyze, to think critically, to predict results, to solve problems and so on. Exam questions might
differ in number according to classes (MEB, 2007). The exam has been abolished from use for sixth grade
students from 2010-2011 academic years on and for 7th grade students from the 2011-2012 academic years on.
1.2.Research On The Relationship Between Academic Success And Creativity
The relationship between academic success and creativity has been an interesting
subject for many researchers in Turkey and abroad. In one study of 389 students on the relationships between
creativity and academic success and teacher attitude, there has been found a low but significant relationship
between students’ creativity and academic success (Erdoğdu 2006). In a separate study of the creativity level of
classroom teachers based on their perceptions about their own academic success, it has been noted that the ones
with high perception level of academic success had higher level of creative thinking (Gülel 2006).
Ai conducted research examining the relationship between the creativity and academic
success of 2264 students from 68 different schools in Los Angeles. At the end of his research, he noted that
creativity is a factor that affects the academic success of both female and male students. He has also pointed out
that there is a higher positive relationship between academic success and the fluency dimension of creativity for
male students and a higher positive relationship between academic success and the enrichment dimension of
creativity for female students. Besides, it has also been noted that there is a significant positive relationship
between the fluency dimension of creativity and academic success in science and Math classes for female
students (Ai 1999).
Another study conducted in Peru examined the effects of teacher training seminars on the academic success,
cognitive level and creativity of some gifted and other second grade students who attend the same class. At the
end of this research conducted on 231 second grade students, it has was concluded that when gifted students are
encouraged more in terms of their creativity, they show even more superior capabilities. Moreover, it has been
noted that the development of creativity increases academic success and develops the problem-solving skills of
both gifted and normal students (Blumen 2002). In the research in which Stenberg examines creative thinking in
the classroom atmosphere, participants consisted of 326 high school students. In the study, it was emphasized
that creative thinking is different from intelligence, analytical and practical thinking. It has been stated that in the
classrooms where creative ideas are encouraged and rewarded, creativity develops more and academic success
increases. In addition, it has been argued that creativity has different dimensions and that the teacher is supposed
to place emphasis on all these dimensions in order to help students develop their creativity (Stenberg, 2003). The
result of a study conducted on 1113 students having finished fourth grade in Germany shows that although
intelligence is a more important factor than creativity, there is a significant positive relationship between
creativity and academic success and creativity develops more in classes in which the teacher gives importance to
the creative ideas of students (Freund and Holling 2008).
Despite the results of the research mentioned above, there are some studies which have concluded that there is
not a significant relationship between creativity and academic success. For example, Bentley has pointed out that
academic exams are made up of comprehension and memorization based questions, and in his research he
confirms that there is not a relationship between creativity and comprehension and memorization (Bently 1966).
These studies have been conducted on students of different ages and in the majority of the research, it has been
stated that there is a significant positive relationship between the dimensions of creativity and academic success.
This research seeks to discover whether there is a significant relationship between the creativity levels of
students and their SBS success. For this purpose, the answers to the following questions have been searched.
1. Is there a significant relationship between SBS success and the creativity level of 8th grade students
attending private schools?
a. Is there a significant relationship between the originality sub-dimension of students’ creativity and
their SBS success in Maths, Science, Social Studies, Turkish and English?
b. Is there a significant relationship between the fluency sub-dimension of students’ creativity and
their SBS success in Maths, Science, Social Studies, Turkish and English?
c. Is there a significant relationship between the flexibility sub-dimension of students’ creativity and
their SBS success in Maths, Science, Social Studies, Turkish and English?
2. Method
The methodology of the research is mixed research method. A mixed research method is a research method in
which qualitative and quantitative methods are used together (Somekh and Lewin 2004). The qualitative part the
4. Research on Humanities and Social Sciences www.iiste.org
ISSN 2222-1719 (Paper) ISSN 2222-2863 (Online)
Vol.4, No.1, 2014
36
research was conducted with the case study of qualitative research patterns. As for the evaluation of the results of
Torrence Creative Thinking Test applied to students, a quantitative method was used.
A case study pattern is a commonly used approach in qualitative studies, and it is available in various patterns.
This research has been conducted with the application of “holistic single case pattern” out of many case study
patterns. In the holistic single case pattern, a single institution, individual, school or program is analyzed. This
pattern does not meet the generic standards, so it is only used to study specific situations.
The study group of the research consists of 60 eighth grade students attending the private school called Sanko in
Şehitkamil district of Gaziantep, Turkey for 2009-2010 academic year. All of the students in the study were
born in 1996. The number of siblings and the distribution of the students based on their gender are shown below
in Table 2.1.
Table 2.1. The Distribution of the Study Group Based on Their Gender and Number of Siblings
n %
NUMBER OF SIBLINGS
An only child 2 3,3
1 sibling 32 53,3
2 siblings 21 35
3 siblings 4 6,7
4 siblings 1 1,7
GENDER
Male 29 48,3
Female 31 51,7
As shown in Table 2.1, 52 % of the study group consists of female students, and 48 % of male students. When
the study group is analyzed in terms of number of siblings, it can be seen that 3,3 % of the students included in
this study are an only child; 53,3 % of them have one sibling, 35 % of them have two, 6,7 % have three and 1,7 %
have four siblings.
The education level and employment status of the students’ parents have been analyzed and are given below in
Table 2.2.
Table 2.2. The Distribution of the Parents of the Study Group Based on Their Education Level and Employment
Status
MOTHER FATHER
N % n %
WITHOUT UNIVERSITY DEGREE 32 53,33 25 41,67
WITH UNIVERSITY DEGREE 28 46,67 35 58,33
UNEMPLOYED 38 63,33 - -
EMPLOYED 22 36,67 60 100
As it is stated in Table 2.2., when the study group is analyzed in terms of the percentage of education level of the
mothers, it can be seen that 46, 67 % of them are university graduates and 53,33 % of them do not have
university degrees. When the education levels of fathers of the students included in the study are analyzed, we
can see that 41, 67 % of them are university graduates and 58, 33 % do not have university degrees. 36, 67 % of
the students that make up the study have employed mothers, 63, 33 % have unemployed mothers. All fathers are
employed.
In the research, Verbal A and Figural A form of “Torrence Creative Thinking Test” have been used as data
collection tool. Information about the SBS results of the students included in the study group, their parents’
education levels, the employment status of the mother, the gender of the students and the number of siblings has
been obtained from ILSUS Student Registration System, school administration and guidance service of the
school.
The Torrence Creative Thinking Test (TCTT) was developed by Torrence and published for the first time in the
USA in 1966 (Torrance 1966:akt. Aslan 2001). The Torrence Creative Thinking Test is made up of two tests and
ten activities; the verbal sub-test consists of seven activities and the formal sub-test consists of three activities.
These verbal and formal sub-tests also have A and B forms and these forms are identical. The activities of this
test aim to test the four sub-dimensions of creativity, which are fluency, flexibility, originality and enrichment.
The test was adapted into Turkish by Aslan (2001). For this study, the inner coherence method has been applied
for reliability. In the analysis, correlation coefficients have been obtained with the use of Guttmann, Cronbach
Alfa and Spearman Brown techniques. The Guttmann coefficient has been found to be 0.89 for verbal fluency
questions; 0, 62 for verbal flexibility questions; 0,56 for verbal originality questions and 0,51 for figural form.
The Cronbach Alfa coefficient is 0,86 for verbal fluency questions; 0,74 for verbal flexibility questions; 0,73 for
verbal originality questions and 0,64 for figural form. As for the Spearman Brown coefficient obtained at the end
of the research, it is 0, 89 for verbal fluency questions; 0, 68 for verbal flexibility questions; 0,57 for verbal
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originality questions and 0,74 for figural form. In the studies of adaptation of the scale into Turkish, adequate
conclusions in terms of linguistic equality, reliability and validity have been attained (Aslan 2001). In addition,
this test has been used in different studies in Turkey and its validity and reliability have been identified (Öztunç
1999; Emir 2001; Kaptan and Korkmaz 2002; Gülel 2006).
In this research, after the verbal and figural subtests of The Torrence Creative Thinking Test’s Form A were
applied to 60 eighth grade students, each test was evaluated and graded by experts. Every question in the test had
some answers that evaluated the dimensions of creativity. For every answer that was appropriate for these
dimensions, students received points. After all the questions were evaluated in this way, the total point for every
dimension was calculated. In other words, after the answers were graded one by one according to each creativity
dimension, each student’s creativity score for fluency, flexibility and originality was found depending on the
answers he or she gave for both forms. The dimension of productiveness was not included in the study. If the
student achieved a score above the average for any dimension of creativity, this student was categorized
“creative” in that dimension. The Pearson Correlation Coefficient was used in examining the relationship
between SBS success and fluency, flexibility and originality sub-dimensions of creativity.
3. Findings
In order to better interpret the creativity level of the study group, the average of creativity was calculated first.
The group averages for the fluency sub-dimension of creativity was 64.7(SS= 17.46), for originality sub-
dimension 44.6(SS= 14.69) and for flexibility sub-dimension 16 (SS= 3.98). As a result, it has been inferred that
the highest dimension of creativity of the working group is fluency while the lowest one is flexibility.
The analysis results of the problems and sub-problems of the research are presented below in Table 3.1.
Table 3.1.The Correlation between SBS Success of the Students and Their Fluent, Original and Flexible
Thinking Levels
1 2 3 4 5 6
1. TURKISH
2.MATHS .605**
3. SCIENCE .513** .774**
4.SOCIAL STUDIES .665** .703** .688**
5. ENGLISH .557** .380** .537** .543**
6. SBS .777** .936** .862** .847** .581**
7.ORIGINALITY .205 .259* .150 .262* .131 .238
8. FLUENCY .059 .132 .071 .187 .155 .126
9. FLEXIBILITY .360** .432** .319* .420** .154 .418**
* p< .05
** p< .01
According to Table 3.1,
1. There is a medium significant positive relationship (r= .418, p< .05) between the flexibility dimension
of creativity and SBS success.
2. There is a low and insignificant relationship (r= .238, p> .05) between the originality dimension of
creativity and SBS success.
3. There is a significant but low relationship (r= .126, p> .05) between the fluency dimension of creativity
and SBS success. According to the findings based on the relationship between the originality sub-
dimension of creativity levels of the students and their SBS success in Maths, Science, Social Studies,
Turkish and English there is a low level of significant positive relationship between the originality sub-
dimension of creativity and SBS Maths success (r=.259, p< .05) and social science success (r= .262,
p< .05). However, there is no low level of significant relationship between the originality sub-
dimension of creativity and SBS Turkish(r= .205, p> .05), science (r= .205, p> .05) and English
(r= .131, p> .05) success.
When the significant relationship between the fluency sub-dimension of students’ creativity levels and their SBS
success in Maths, Science, Social Studies, Turkish and English is analyzed, there was found to be a low and
insignificant relationship between this dimension and their SBS success in Maths (r= .132, p> .05), science
(r= .071, p> .05), social studies (r= .187, p> .05), Turkish (r= .059, p> .05) and English (r= .155, p> .05).
As for the findings obtained when the relationship between students’ SBS success in Maths, Science, Social
Studies, Turkish and English and the flexibility sub-dimension of their creativity level was evaluated, there is a
medium significant positive relationship between this sub-dimension and SBS success in Turkish (r= .360,
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p< .01), Maths (r= .432, p< .01), Science (r= .319, p< .05) and Social Studies (r= .420, p< .01). In addition,
there is a low and insignificant relationship between this sub-dimension and SBS success in English.
4. DISCUSSION
Before starting the discussion of these findings, it is better to analyze the averages of students’ creativity
dimensions in general, as these findings provide information on which dimensions of academic success a
students’ creativity level intensifies, and it helps us to recognize our study group. When the averages of students’
creativity dimensions are compared, it has been established that the average of fluency is the highest while the
average of flexibility is the lowest. In other words, while the students in this study have the ability to produce
ideas to an open-ended question orally or in writing, their ability to approach a subject from different
perspectives is limited. This tendency might be the result of our education system and our expectation from our
students.
At the end of this study, it has been found that there is a medium significant positive relationship between the
flexibility dimension of creativity and SBS success. However, there is no low level of significant relationship
between the originality and fluency sub-dimensions of creativity and SBS success. In other words, it is possible
that the students with higher level of flexibility will be more successful in SBS. The flexibility dimension of
creativity is about the ability to produce ideas belonging to different categories. In our education program, more
importance is given to interdisciplinary interaction, and answering the questions in SBS requires the combination
of information from different disciplines. For example, the solution to a problem in science might require some
graphic knowledge learned in Maths class, or when students create a cell model in visual arts class, this might
facilitate the solution of a question about cells in science. Therefore, it is more likely that students who think in
a more flexible way and do not have a rigid pattern of thinking will be successful in SBS.
In the literature, there has yet to be a study that analyzes the relationship between the sub dimensions of
creativity and SBS success. For this reason, the studies that investigate the relationship between the sub
dimensions of creativity and academic success. The findings of the research about this subject in Turkey and
abroad support the findings of this study to some extent. For example, Erdoğdu (2006) has found that there is a
low but significant relationship between students’ creativity and academic success in his study 389 of primary
school 5th grade students. Gülel (2006) has found that there is a significant positive relationship between
students’ perception of their academic success at university and their creativity levels. Moreover, in the studies
conducted abroad, there has been found a significant positive relationship between academic success and
creativity (Ai 1999; Blumen 2002; Stenberg 2003; Freund and Holling 2008). In contrast, Bentley (1966) found
that there is not a relationship between creativity and comprehension and memorization. He has pointed out that
academic exams consist only of questions based on comprehension and memorization, so there is not a
significant relationship between creativity and academic success. Our education system centers on learning by
experience far from memorization. For this reason, the research made by Bentley produces a result directed at
classical education system.
When the relationship between the dimensions of creativity and SBS success are analyzed in terms of lessons, the
findings given below are obtained.
It has been found that there is a low but significant positive relationship between the originality sub dimension of
creativity and SBS success in Maths and social studies; however, there is not a significant relationship between
this dimension of creativity and SBS success in Turkish, Science and English. Originality is the ability to think
beyond what is known, simple and anonymous (Çağlar 2009). Original thinking requires abstract thinking, and
Maths is an abstract lesson. The ability for abstract thinking is crucial to solve geometry questions in that area.
Questions in the social studies area, especially history questions, again require abstract thinking skills, because
the events that occurred in the past help students comprehend the topic and answer questions by imagining and
relating the information obtained from these past events to present-day topics. For this reason, it might be
expected that students with a higher level of original thinking become more successful in areas that require
abstract thinking than other students.
There also hasn’t been found to be a relationship between the fluency dimension of creativity and SBS success in
Turkish, Maths, science, social studies or English. Ai (1999) analyzed the relationship between creativity and
academic success on 2223 students attending different schools in America. At the end of this research, he has
found a significant positive relationship between fluency dimension of creativity and academic success for male
students, as well as a significant positive relationship between fluency dimension of creativity and academic
success in science and Maths for female students. These results differed from the findings of --- research. The
different results between these two studies might arise from difference in age groups of the participants and
different education systems that they go through, as assessment and evaluation might reflect differences in the
education systems.
When the relationship between the flexibility dimension of creativity and SBS success in different fields is
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analyzed, it has been found that there is a medium significant positive relationship between this dimension of
creativity and SBS success in Turkish, Maths and social studies. These findings match up with the findings
obtained during the analysis of the first problem. It is expected that students with a higher flexibility dimension
of creativity will become more successful in an education system based on interdisciplinary interaction,
assessment and evaluation, as interdisciplinary interaction encourages students to get rid of a rigid thinking
pattern and also matches up with the flexibility dimension of creativity. In this study, it has also been
determined that there is not a significant relationship between the flexibility dimension of creativity and SBS
success in English. As English questions in SBS are more based on knowledge, it can be said that there is not a
significant relationship.
In accordance with these findings, the suggestions below are presented:
1. There is a medium significant positive relationship between students’ flexibility dimension of creativity
and SBS success. However, when the averages of students’ creativity sub dimensions are compared,
flexibility has the lowest average. Again, there has been found to be a medium significant positive
relationship between students’ flexibility dimension of creativity and SBS success in Turkish, Maths,
science and social studies, and a low significant positive relationship between originality dimension of
creativity and SBS success in Maths and social studies. Based on this research, the following
recommendations can be made:
• In order for students to be more successful in exams, activities that encourage students’ flexibility
dimension of creativity should be given more importance in the classroom.
• Subjects can be taught with methods and techniques that improve the flexibility dimension of
creativity.
• Classroom atmosphere can be formed in a way that encourages and improves students’ flexibility
dimension of creativity.
• Teachers might be trained at university or with inter service training after they start work about the
strategies, methods and techniques that will improve students’ flexibility dimension of creativity.
• Teachers might be informed about how to form a classroom atmosphere that will improve students’
flexibility dimension of creativity.
• Families should be made aware of the importance of improvement of their children’s flexibility
dimension of creativity. They might also be informed about the attitudes, methods and techniques
that will help their children improve this dimension.
2. There are many studies in Turkey and abroad on academic success and creativity, but this study is the
first to analyze the relationship between central exam success and creativity. Further studies that
analyze the relationship between creativity and student success in different central exams like LYS and
YGS (university entrance exams in Turkey) should also be conducted.
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